Studying for and Taking Tests: Self-reported Difficulties and Strategies for University Students with Learning Disabilities
Abstract
Structured interviews of 31 university students with learning disabilities revealed that many reported difficulties when studying for and taking tests. Additionally, when presented scenarios about studying for tests and taking tests, the majority of respondents did not report using systematic and comprehensive approaches or strategies. Eighty-four percentreported requesting and receiving testing accommodations, and 46% stated that their professors allowed such changes. Implications for practitioners and researchers are discussed with regard to possible interventions as well as the use of self-report procedures for diagnostic purposes.
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